AbstractThis article explores how annotation with digital, social tools can address digital reading challenges while also supporting writing skill development for novices in college literature classrooms. The author analyzes student work and survey responses and shows that social annotation can facilitate closer digital reading and scaffold text-anchored argumentation practices.

This article emphasizes time’s effects on student resistance. Drawing on kairos and chronos, the authors argue that when teachers perform ideological neutrality is at least as significant as whether or how they do so. They explore their own temporal approaches to two pedagogical ecologies: first-year composition and an upper-level feminist rhetorics course.

This article explores the struggle to transport an ethos of white antiracism across different racial climates within two university contexts. The author analyzes the influence that students' home rhetorics of racism and their conceptualizations about “progressive” white identity have in (de)constructing a teacher's credibility to discuss racial identity and racisms in the classroom.

This article features pushback as a rhetorical and ethical pedagogical posture for engaging whiteness in the tight space of the university elevator. In addition, it outlines how the racialized space of the historically white institutions renders the ways faculty women of color such as myself exercise pedagogical care and teacherly ethos.

Now that “world literature” has become a theoretical problem as much as a body of texts, the small-college classroom faces new challenges and new opportunities. Resource limitations and other constraints combine with advantages of scale and ethos to make the small college a special proving ground for world-literature pedagogy.

This informed opinion piece discusses the author’s dispiriting experience filing the first hybrid dissertation at Ohio University. “Document Format Checklist” guidelines enforced a “rhetoric of distance” between pictures and words—compulsory logos-centrism. Specifications for projects like the author’s that blend images with text did not exist, and staff responsible for document approval at her graduate college insisted that she follow their guidelines. While her advisers’ communications with the graduate college and council eventually resulted in revised guidelines that included two new options for filing multimodal dissertations, her project continued to meet resistance when she tried to file it following these new options.

The outsider ethos established by Ken Macrorie, Peter Elbow, and Donald Murray in their early books is a driving force behind process pedagogy. Close textual analysis of these theorists can help writing instructors better understand the role of ethos in process pedagogy and in their own teaching.

This essay explores how the “heat of composition” is inexorably linked to ethos and also how writers, student or otherwise, might seek to create and intensify pleasure through a sustained textual becoming. I consider how this ethics of affect is an unfolding, an exteriorization of the intensities and forces of becoming writers, student or otherwise, who engage with the movements of desire.

Engaging the term rhetoricity, which refers both to Cultural Literacy as text and cultural literacy as concept, Cook claims that the most productive pedagogical component of Hirsch's proposal—the sophisticated rhetorical sensibility on which the entire conceptual edifice of cultural literacy depends—was obfuscated by the book's lightening-rod ethos, its deceptively simple veneer, and its smugly casual presumption to name “what every American needs to know.”

With the importance of online research, writing, and communication, computers are increasingly vital to instruction within the humanities. To help prepare teachers and administrators who engage with computerized instruction, this article examines faculty development through the lens of technology training by reporting on issues and concerns expressed by twelve technology trainers in a series of interviews. The interviewees provided their experiences and advice, including ways to approach institutional challenges, faculty participation, and pedagogical integrity. Most importantly, the author argues that technology training is a complex rhetorical activity involving a strong sense of kairos, context, and audience.

The author considers faculty development and its potential relationship to the ethos of collaborative practice modeled both by critical (Freirean) pedagogy and by interdisciplinary research. As a primary concern for any academic administrator, faculty development is not only a teaching moment but also an opportunity for reciprocal exchange, learning, and knowledge production, allowing participants to challenge the received wisdom of their fields and to come to a more rhetorical understanding of their identities. The collaborative construction of new knowledge and an emerging understanding of identities are examined in the context of two professional development and administrative contexts: the assessment by faculty of the writing of entering, first-year students and a collegewide, first-year experience (learning-community) initiative.

Research Article| January 01 2005 Dealing with Online Selves: Ethos Issues in Computer-Assisted Teaching and Learning Mary Lenard Mary Lenard Search for other works by this author on: This Site Google Pedagogy (2005) 5 (1): 77–96. https://doi.org/10.1215/15314200-5-1-77 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Mary Lenard; Dealing with Online Selves: Ethos Issues in Computer-Assisted Teaching and Learning. Pedagogy 1 January 2005; 5 (1): 77–96. doi: https://doi.org/10.1215/15314200-5-1-77 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2005 Duke University Press2005 Article PDF first page preview Close Modal Issue Section: Articles You do not currently have access to this content.

Research Article| April 01 2001 “Befriending” Other Teachers: Communities of Teaching and the Ethos of Curricular Leadership Kate Ronald Kate Ronald Search for other works by this author on: This Site Google Pedagogy (2001) 1 (2): 317–326. https://doi.org/10.1215/15314200-1-2-317 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Kate Ronald; “Befriending” Other Teachers: Communities of Teaching and the Ethos of Curricular Leadership. Pedagogy 1 April 2001; 1 (2): 317–326. doi: https://doi.org/10.1215/15314200-1-2-317 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2001 Duke University Press2001 Article PDF first page preview Close Modal Issue Section: Articles You do not currently have access to this content.